Web viewL.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when...

Teacher: CORE Year: 2013-14 Course: Honors English 10 Month: All Months

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ugust

Writing in General ~ Writing has an effect on almost every aspect of our lives. Writing well is powerful.

Standards Essential Questions Assessments Skills Content Lessons Resources

L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1â€“3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)W.9-10.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.9-10.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.9-10.2a-Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.9-10.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

What role does writing play in our lives?How do we develop into effective writers?To what extent does the writing process contribute to the quality of writing?

PARAGRAPH RUBRIC 8/31/2013

Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)Write to create an individual writing style, tone and voice through the use of a variety of sentence structures, descriptive word choices, literary devices and precise language. (style)Use proper conventions to compose in the standard form of the English language (conventions).Develop topic-specific content that effectively and fully explains and supports the work by using details, facts, research, and/or examples (content)Develop complete paragraphs that have details and information specific to the topic and relevant to a well-defined focusUse precise vocabulary when developing writingUse strong verbs and nouns, concrete details, and sensory language to make meaning clear to the reader

Focus, content, organization, style, and conventions work together to impact writing quality

Writing - Your Voice

Teacher made handouts

Adventures of Huckleberry Finn ~

Summer Assignment for Honors students was to read Mark Twain's Adventures of Huckleberry Finn and write a research based paper. We will have a brief class discussion of the material at the beginning of the year to prepare them for an assessment.


RI.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6-Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

How do we argue that the novel is NOT a "coming of age" story?What role does racism play in the novel?How can we connect to the development of tha main characters in the text?What makes a novel to be classified a classic?How can a piece of literature have an effect on the reader's views of history?

Adventures of Huckleberry Finn Test 8/31/2013

Evaluate the effectiveness of the author's use of literary devices in various genresAnalyze and evaluate author's purpose in writing.Analyze and evaluate the author's use of conflict, theme and/or point of view within and among textsIdentify and explain the impact of societal and cultural influences in textsWrite a focused essay in response to theme and a social issueUse research in writing to support an analysis of theme in literature

Background of Mark TwainUse of regional dialect

Honors Summer Assignment

Twain, Mark. Adventures of Huckleberry Finn. New York, Dover Publications, Inc. 1994. Print.

September

Short Story Elements ~

Short Story Elements unit will contain the background information on what a short story is and what kinds of literary techniques we will use when analyzing short stories in class.

Figurative language and literary techniques such as: plot, conflict (different types of conflict--man vs man, man vs nature, man vs society, man vs self), climax, resolution, metaphor, atmosphere, foreshadowing, suspense, character, characterization, flashback, theme, personification, stereotypes, setting, local color, ambiguity, point of view (first, second, third limited, third omniscient), irony (four kinds--situational, dramatic, cosmic, verbal), satire, symbol, tone, incongruity, simile, selection of detail, stream of consciousness, willing suspension of disbelief.We will discuss the definitions of these terms and also create examples to look at prior to reading a short story and searching for these devices.


L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.RL.9-10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1a-Come to discussions prepared, having read and

What are the four important elements of a short story? Which one is the most important in developing throughout a short story and why?What techniques might an author use when constructing the plot events in a short story? How can we compare the plot structure of a short story to the plot structure diagram?How can you describe conflict by providing examples of the following conflicts: man vs man, man vs society, man vs nature, man vs self?What are the various points of view that authors may use when writing short stories? How are they all effective in some way?How can you describe the theme of a short story? What steps would we use to analyze the theme of a short story and how can identifying and exploring the theme of a text help to make personal connections to your life?How are techniques like suspense, flashback, irony, ambiguity, symbolism and

Figurative Language Definitions/Examples Packet 9/30/2013Short Story Elements Exam 9/30/2013

Students will define the following terms:plot, conflict (different types of conflict--man vs man, man vs nature, man vs society, man vs setl), climax, resolution, metaphor, atmosphere, foreshadowing, suspense, character, characterization, flashback, theme, personification, stereotypes, setting, local color, ambiguity, point of view (first, second, third limited, third omniscient), irony (four kinds--situational, dramatic, cosmic, verbal), satire, symbol, tone, incongruity, simile, selection of detail, stream of consciousness, willing suspension of disbelief.

Students will explain the different types of conflict: man vs man, man vs nature, man vs society, man vs self

Students will compare and contrast the different types of irony by providing examples: situational, dramatic, verbal, cosmic

Students will diagram the plot structure and label and explain the steps along the way.

Students will practice the stream of consciousness technique of writing in their informal journaling exercises.

Students will create examples of metaphors and similes to demonstrate understanding of differences between the

Figurative Language termsHistory of the Short StoryFour Major Elements of a Short Story

Plot

Characters

Setting

ThemeCharacteristics of a Short Story by Format rather than content

SHORT STORY ELEMENTS

Literature BookFigurative Language Definitions and Examples packetInternet/Sources of Students' Choice

researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1â€“3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)

satire able to create a more enjoyable experience for the reader? How are these techniques used to make the short story more interesting?What are the four types of irony? Describe an example of each type of irony.When did the short story become popular and what was occuring in society that sparked this new form of writing?Describe a 'short story' by making a list of characteristics we will notice in many short stories we read in class.Provide examples from stories you have read in the past or even from movies or popular TV shows that fit each character category: protagonist, antagonist, confidante, dynamic, flat, stock, foil, round, static

two.

Students will research the time period and the historical background of the 14th century when the short story became popular.

Students will discuss the rise in publications in the society and the effect this had on the short story.

Students will explore the characteristics of a short story: short works of fiction, a few characters and events, read in one siting, short and concise, writers depend on the readers doing some work.

Students will analyze the four major elements of a short story: plot (exposition, rising action, climax, falling action, denouement, resolution), setting (including tone), characters (protagonist, antagonist, confidante, dynamic, flat, stock, foil, round, static), theme (lesson/moral)Students will illustrate different types of characters and label their personality traits to match description and definition.

Short Stories ~

The classes will read a selected number of short stories from their Literature book and discuss the techniques used in writing while diagramming the plot, discussing character development, identifying and arguing a theme and exploring the setting's impact on the characters.

"The Masque of the Red Death" "Harrison Bergeron"

"A Visit to Grandmother" "The Bet"

"Contents of the Dead Man's Pockets" "The Sniper"

"The Monkey's Paw" "The Birthmark" "Lamb to the Slaughter"


L.9-10.5-Demonstrate understanding of figurative language, word relationships, and

After studying the biography of Edgar Allan Poe, what may be the

Reading Guides--All Short Stories 9/30/2013

Students will analyze the author's purpose for writing in each short story while making connections to the time period.

The Masque of the Red Death

Contents of the Dead Man's

Prentice Hall Blue Literature Book

nuances in word meanings.L.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.RI.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4-Determine the meaning

reasoning for such dark and strange writing?In "The Masque of the Red Death," what do the different apartment symbolize (all seven of them)?In "The Masque of the Red Death," what is symbolic about the last dark room?In "The Masque of the Red Death," what does the clicking tock indicate to the characters?

In "The Masque of the Red Death," what allusion is used?

In "The Masque of the Red Death," how can you describe and label the various conflicts?

In "The Masque of the Red Death," what is ironic about the main character's downfall in the end?

In "A Visit to Grandmother," what examples of dialect or local color can you provide?In "A Visit to Grandmother," what caused the conflict between mother and son and how can we label this type of conflict?

In "A Visit to Grandmother," what is the theme or what is the lesson to be learned?

Short Story Unit Exam and Essay Response 9/30/2013Vocabulary Test-Short Stories 9/30/2013

Students will identify and explain a theme of each short story.Students will describe and inspect the changes made by characters in each short story.Students will label a plot diagram for the short stories by identifying the following events: exposition, rising action, climax, falling action, denouement, resolutionStudents will look at the setting of each short story and make connections to changes in characters or impacts the setting has on theme and plot.Students will highlight and present examples of irony, foreshadowing, local color, conflict, symbolism, allusion, suspense from each short story.Students will compare and contrast characters in the short storiesStudents will identify and describe overlapping themes in each short story and make comparisons between the themes of different short stories

A Visit to Grandmother

Contents of the Dead Man's Pockets

The Monkey's Paw

The Bet

The Storyteller

The Birthmark

Lamb to the Slaughter

Harrison BergeronFigurative Language: irony, foreshadowing, allusion, local color, flashback, dialect, conflict, suspense, symbolism

Short Story Elements: Plot (diagramming), Characters (affected by irony, foreshadowing, suspense...), Theme (in comparison to other short stories), Setting

Pockets

of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.W.9-10.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for

In "A Visit to Grandmother," what is ironic about the ending of the story? What kind of irony is this?

In "A Visit to Grandmother," what element of foreshadowing can we notice in the beginning of the story that indicates that there is some tension between mother and son?

In "Neighbor Rosicky," what are several themes we discussed?In "Neighbor Rosicky," why are flashbacks so important to presenting the message of the story to the readers?

In "Neighbor Rosicky," what examples of irony do you notice? How are they effective?

In "Neighbor Rosicky," what contrasts can you pull out of the text?

In "Contents of the Dead Man's Pockets," what examples of suspense can you identify? How does the author change the language in these lines to create this effect and why is it effective?In "Contents of the Dead Man's Pockets," what example of foreshadowing can you pick out that occurs prior to the main

Vocabulary from Short Stories

conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)W.9-10.2b-Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.9-10.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.9-10.3d-Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

conflict?

In "Contents of the Dead Man's Pockets," what is ironic about the way the story ends? What kind of irony is this?

In "Contents of the Dead Man's Pockets," what is the theme and why is this a good message for people of all ages?

In "The Monkey's Paw," how is suspense created in a very similar way to "Contents of the Dead Man's Pockets"?In "The Monkey's Paw," what elements of foreshadowing hints to us as readers that something bad will happen? How do the characters in the story react to these foreshadowing events?

In "The Monkey's Paw," what lesson does the White family learn? Why is this an important lesson to present to people of all ages?

In "The Monkey's Paw," what is ironic about the son's death? What kind of irony is this?

O

ctober

Grammar - Parts of Speech


L.9-10.1b-Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

What are the 8 parts of speech?

How can you define the 8 parts of speech?

What techniques or "tricks" can we use to identify the different parts of speech in a sentence?

Describe the difference between common nouns, abstract nouns, compound nouns...

What questions are answered with adjectives?

What questions are answered with adverbs?

What is the purpose of a pronoun and what is the antecedent in a sentence?

Describe the difference between a transitive verb and an intransitive verb.

What is a linking verb? What is a helping verb? What is an action verb?

Define direct object. Define indirect object.

How can we find prepositional phrases? What are some examples

Parts of Speech Exam 10/31/2013Parts of Speech Group Practice 10/31/2013

define and identify the parts of speech

define and identify the sentence positions in which nouns are used

articulate the basic grammatical structure of the language

definition of what a grammar is for any language

examples of how grammar organizes the language and enables writers and speakers of the language to effectively utilize it

definitions, usage examples of the eight parts of speech in exercises, reading material, and in the student’s own writing

application of the understanding of the parts of speech to analyze and improve the student’s own writing content and mechanics

gathering and organizing information for use on assessments

Parts of Speech Recap

Prentice Hall Blue Literature BookGrammar Worksheet Packets

of prepositions? How do they help to show relationship among parts of sentences?

Advertising and Persuasion ~

Advertising Unit: We will define the terms "advertisement" and "propaganda" and discuss the reasons people advertise.

Discussions of the various types of advertising: print, outdoor, broadcasting, covert, surrogate, public service, surrogate.

Types of Appeals: emotional, music, scarcity, rational, masculine/feminine, brand, snob, adventure, romantic, youth, endorsement, play on words, statistics, plain, bandwagon

Connections to persuasive writing and the language that is used in advertising

Selection of persuasive topics and write a 5 paragraph essay


L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.RI.9-10.8-Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.2-Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

What are the purposes of the following types of advertisement: print, outdoor, broadcasting, covert, surrogate, public service announcements, celebrity?Define and provide examples of the following types of appeals: emotional, music, scarcity, rational, masculine/feminine, brand, snob, adventure, romantic, youth endorsement, play on words, statistics, plain, bandwagon.What makes advertising effective? What type of language is used?What makes an advertisement visually appealing? What key words or phrases are used to persuade consumers to buy a product?How can you organize

Advertisement Presentation 10/31/2013Persuasive Essay 10/31/2013

Compare advertisements for various products to analyze persuasive techniques

Evaluate the effectiveness of various types of advertising appealsExamine the persuasive language used in advertisingDiscuss and differentiate between the different types of advertisingDesign and present an advertisement for a product of choiceResearch and create an

Types of AdvertisingTypes of AppealsPersuasion

Advertisement and Persuasive Writing

PowerpointOnline Resources

SL.9-10.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.4-Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.1a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.W.9-10.2d-Use precise language and domain-specific vocabulary to manage the complexity of the topic.

an argument for a persuasive essay? Provide an example of your thesis statement.What is the purpose of including a counterargument in your persuasive essay?

argument in writing a persuasive essay

Warriors Don't Cry ~

This unit will focus on the impact of non-fiction/personal narratives and their effectiveness in teaching the effects of historical happenings on the individual. This unit coincides with their studies this year in history and reinforces what they have learned about the Civil Rights Era and the importance of the landmark case Brown vs. the Board of Education."Warriors Don't Cry by Melba Pattillo Beals-a first-hand account of the integration of Central High School in Little Rock, Arkansas, in 1957. The book explores not only the power of racism but also such ideas as justice, identity, loyalty, and choice." (http://www.facinghistory.org)


RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6-Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.7-Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.RI.9-10.8-Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RI.9-10.10-By the end of grade 9, read and comprehend literary nonfiction in the grades 9â€“10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9â€“10 text complexity band independently and proficiently.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.2-Integrate multiple sources of information presented in diverse media or

What strategies can we use to read and understand non-fiction texts?How does one recognize new information that is related to prior knowledge or experience?Are schools now truly integrated? How effective is school desegregation? How do we integrate schools and ensure school equality?Does treating people equally mean treating people the same? Do youhave to treat people equally in order to be fair? If desegregating schools is a good thing, then why aren’t more people happy about it?

Comparison and Contrast 10/31/2013

Students will use the inferring strategy while reading non-fictionstudents will read informational texts, fiction, and primary source documents.The students will understand differences between primary and secondary sourcesanalyze, organize and interpret informationrecognize point of view in primary and secondary sources, as well as fictionevaluate and recognize reliable and unreliable narratorsmake meaningful connections among

Hindsight is 20/20. What seems obvious to a culture now, may not have been obvious to a culture in the past. How do cultural views evolve?

Plessy v. Frgusson and Brown v. BOE are previous Supreme Court rulings that continue to affect today's culture.Personal narratives of non fiction bring historical happenings to life in subtle ways simple facts do not.There are parallels

Background - Plessy v. Fergusson and Brown v. BOEThe Beginning of Change

www.tip.sas.upenn.edu/curriculum/units/2009/02/09.02.06.pdfBigg, Matthew. ""U.S. school segregation on the rise - report"." Reuters 14 Jan 2009 Web.6 May2009. < http://www.reuters.com/article/lifestyleMolt/idUSTRE50D7CY20090114>.“Brown vs. Board: An American Legacy.” Teaching Tolerance: A Project of the SouthernPoverty Law Center. Spring 2004..The Civil Rights Project / Proyecto Derechos Civiles. University of California, Los Angeles.2009. California Board of Regents. 15 Mar. 2009.Countryman, Matthew J. Up South: Civil Rights and Black Power in Philadelphia. Philadelphia: University of Pennsylvania Press, 2006.Du Bois, W.E.B. The Souls of Black Folk: Essays and Sketches. Chicago, 1903.Evans, Desiree. "School segregation in the U.S. continues to rise." Facing South: The OnlineMagazing of the Institute for Southern Studies 22 Jan 2009 Web.6 May 2009.rise.html>.Historic Front Pages from the Arkansas Democrat and Arkansas Gazette. Little RockNewspapers, Inc. 2000. < http://www.ardemgaz.com/prev/central/>.

formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.4-Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.2c-Spell correctly.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by

literature, history and modern life

between To Kill a Mockingbird and Warriors Don't Cry.the evolution to the Civil Rights Movement.

referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1â€“3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)W.9-10.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.9-10.2d-Use precise language and domain-specific vocabulary to manage the complexity of the topic.

November

Sentence Diagramming


L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.9-10.1b-Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

How can we use sentence diagrams to help understand how the parts of speech work?

Sentence Diagram Test 11/30/2013

Diagram and discuss sentence diagrams for:Subject, Action VerbSubject, Action Verb, Direct ObjectSubject, Action Verb, Prep phraseSubject, Linking Verb, Predicate Nom./Adj.Compound SubjectsClauses

Parts of SpeechSubject vs. PredicateSentence PartsDirect Object vs. Indirect ObjectPrepositional Phrase

Sentence Diagramming in Groups

Advertising and Advertising Unit:

Persuasion ~ We will define the terms "advertisement" and "propaganda" and discuss the reasons people advertise. Discussions of the various types of advertising: print, outdoor, broadcasting, covert, surrogate, public service, surrogate.

Types of Appeals: emotional, music, scarcity, rational, masculine/feminine, brand, snob, adventure, romantic, youth, endorsement, play on words, statistics, plain, bandwagon

Connections to persuasive writing and the language that is used in advertising

Selection of persuasive topics and write a 5 paragraph essay


L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.1b-Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.L.9-10.2c-Spell correctly.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.L.9-10.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.RI.9-10.6-Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.8-Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.2-Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted

What are the purposes of the following types of advertisement: print, outdoor, broadcasting, covert, surrogate, public service announcements, celebrity?Define and provide examples of the following types of appeals: emotional, music, scarcity, rational, masculine/feminine, brand, snob, adventure, romantic, youth endorsement, play on words, statistics, plain, bandwagon.What makes advertising effective? What type of language is used?What makes an advertisement visually appealing? What key words or phrases are used to

Advertisement Presentation 11/30/2013Persuasive Essay 11/30/2013

Compare advertisements for various products to analyze persuasive techniques

Evaluate the effectiveness of various types of advertising appealsExamine the persuasive language used in advertisingDiscuss and differentiate between the different types of advertisingDesign and present an advertisement for a product of choiceResearch and create an argument in writing a persuasive essay

Types of AdvertisingTypes of AppealsPersuasion

Advertisement and Persuasive Writing

PowerpointOnline Resources

evidence.SL.9-10.4-Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SL.9-10.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1â€“3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)W.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.9-10.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.1a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.W.9-10.1b-Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.W.9-10.1c-Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.9-10.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

persuade consumers to buy a product?How can you organize an argument for a persuasive essay? Provide an example of your thesis statement.What is the purpose of including a counterargument in your persuasive essay?

W.9-10.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.9-10.3c-Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.W.9-10.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.9-10.2d-Use precise language and domain-specific vocabulary to manage the complexity of the topic.

December

A Christmas Carol ~ Biography of Charles Dickens1800s Social CriticismNovella VocabularyNovel Reading GuidesCharacter Cloud CreationTheme Analysis


RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.9-Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1c-Propel conversations by posing and responding to questions

How can we describe the childhood of Charles Dickens?Why was Dickens such a social critic and how did this influence his writing?How does Scrooge's character develop over the course of the novella?How does Dickens create a somber and cold atmosphere in his writing and why is this effective?What spirits visit Scrooge and what lessons are taught to him?Why did Scrooge try to repress his childhood memories? How do we as readers start to feel sorry for him?

A Christmas Carol Exam 12/31/2013

List and describe the characters and how they developIdentify and discuss major themesEvaluate examples of foreshadowingInterpret various symbols in the novella and why they are importantCompare and contrast the atmosphere in the different staves.Create character clouds to differentiate between each spirit that visits Scrooge and what lessons are taught

Charles Dicken's BiographySocial Criticism in the 1800sVocabulary TermsCharacters: Ebenzer Scrooge, Marley, Ghost of Past, Ghost of Present, Ghost of Yet to Come, Cratchit family, Fred, Belle, Fezziwig

Themes: Christmas spirit, forgiveness, social/government criticism, second chances, family values, etcReading Guide Questions

Group Ghost Activity

Dickens, Charles. A Christmas Carol. New York: Dover Publications, Inc, 1991, Print.

Biography of Charles Dickens Powerpoint

Reading Guides

Vocabulary Packet

that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)

How can we describe the Cratchit family?Provide examples of foreshadowing from the novella.What major themes are identified in the novella?

Grammar ~

The purpose of this unit is strengthening students' writing through a quick review of grammatical basics leading into the effective uses of phrases and clauses. Thus the uses of semicolons and commas will also be emphasized. While it may seem a long time to spend on the calendar, it is important to note the holiday break occurs in the middle of the unit. Also, for this district, it has been found that an intense review has been necessary in recent years to get students competent in the end goal of effective use of more complex sentences.


L.9-10.2b-Use a colon to introduce a list or quotation.L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.9-10.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9â€“10 reading and content, choosing flexibly from a range of strategies.L.9-10.1b-Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.L.9-10.2a-Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.W.9-10.1c-Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

How does good grammar help legitimize a writer's message?What is the effect on an audience when more complex sentences are utilized?

Clause Quiz 1 12/31/2013Clause Quiz Two 12/31/2013

Recognize three types of phrases within a written piece.recognize independent clauses within written pieces.correctly utilize a comma after an introductory clause.create compound sentences, complex sentences, and compund-complex sentences and punctuate them accordingly.identify and utilize subjects, verbs and objects correctly.

As a writer matures and researches more serious topics, his/her writing must mature too in order to be taken seriously.Complex sentences sometimes make complex material easier to understand.Proper punctuation gives greater meaning.Proper uses of phrases and clauses create clarity and are useful in accomplishing style.

Clauses - What are they? Why important?

Teacher notesvarious texts

Ja

Grammar - Phrases

nuary


L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.9-10.1b-Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.W.9-10.1c-Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

How can we correctly identify phrases in a sentence?We know that a phrase is used as a single part of speech. What various phrases do we use and what is the purpose?How can we differentiate between a prepositional phrase, an adjective phrase, an adverbial phrase, a participial phrase, infinitive phrase and a gerund phrase?

Phrases Quiz 1/31/2014

Understand the broader definition of what a grammar is for any language

Understand how the grammar of English organizes the language and enables writers and speakers of the language to effectively utilize it

Define, identify prepositional, appositive, and verbal phrases in exercises, reading material, and in the student's own writing

Use the understanding of phrases to analyze and improve writing content and mechanics

Ability to define and identify prepositional, appositive, and verbal phrases

Ability to identify the word modified by adjective and adverb phrases

Ability to understand the noun position (subject, object, predicate nominative, appositive) of gerund and infinitive phrases

Ability to apply the understanding of phrases to improve writing skills

Understanding of the basic function of grammar's role in using a language

Phrases Warm-Up

Red Warriner's English Grammar and Composition Textbook

Poetry ~ Elements of Poetry, Figurative Language, Types of Poetry, Poetic FormMusical Devices,Strategies for Reading Poetry, Poetry Sets 1-5, Writing Poems


L.9-10.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).L.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.RI.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.SL.9-10.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)W.9-10.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

What is poetry?What are the different types of poems and how are they structured differently?What is the purpose of using musical devices and figurative language in poetry?Provide examples of imagery in the poems we read in class.

Poetry Exam 1/31/2014Poetry Portfolio 1/31/2014

List and describe various types of poetryDefine and analyze musical devices used in poetry: alliteration, onomatopoeia, assonance, consonance, meter, repetition, rhyme, rhythmDefine and analyze figurative language used in poetry: simile, metaphor, personification, imageryDiscuss and defend the strategies for reading poetryExplain and defend your interpretation of a poemIllustrate lines of poetry based on interpretation of imagery

Elements of PoetryMusical Devices: alliteration, onomotopoeia, assonance, consonance, meter, repetition, rhyme, rhythmFigurative Language: simile, metaphor, personification, imagerySweet Like a CrowThe Stolen ChildCat's in the CradleIn Flander's FieldsThe KrakenMeeting at NightReapersA Pace Like ThatMetaphorThe Wind--tapped like a tired Man La Belle Dame sans MerciDanny DeeverThe Moon at the Fortified PassThe GuitarWhat Are Friends For?Making a FistSome Like PoetryHaiku

POETRY SET 1

Blue Prentice Hall Literature Book

Platinum Level--Timeless Voices, Timeless Themes

Grammar - Clauses


L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.1b-Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.L.9-10.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

How can we correctly identify clauses in a sentence?How can we differentiate between independent and dependent clauses?

Clauses Quiz (and phrases) 1/31/2014

Understand the broader definition of what a grammar is for any language

Understand how the grammar of English organizes the language and enables writers and speakers of the language to effectively utilize it

Define, identify independent and subordinate clauses in exercises, reading material, and in the student's own writing

Use the understanding of clauses to improve writing content and mechanics

Ability to define and identify independent and subordinate clauses

Ability to identify the word modified by adjective and adverb clauses

Ability to understand the noun position (subject, object, predicate nominative, appositive) of noun clauses

Ability to apply the understanding of clauses to improve writing skills

Understanding of the basic function of grammar's role in using a language

Clauses Warm-Up

Red Warriner's English Grammar and Composition Textbook

Feb

Of Mice and Men ~ John Steinbeck BiographyGreat Depression/Country in the 1930sNovel Vocabulary

ruary

Reading Guides Chapters 1-6Character Clouds


L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.6-Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.10-By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9â€“10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9â€“10 text complexity band independently and proficiently.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively

How does society treat people with mental handicaps? How does thismake you feel and why?How important is friendship in our lives? Explain whether or not men continue to treat women as objects. Try to think of an example of how men do treat women this way and an example of how men certainly do not treat women this wayDefine the American Dream. Then fill in the blank, "I am proud and happy to live in this country because _______________." In what ways would you say is our country drifting away from this dream now today?Explain whether or not writers have a responsibility to address social concerns.How is the novel framed by the same atmosphere?Why is the ending of the story an

Of Mice and Men Exam 2/28/2014

Read and discuss Of Mice and Men aloud in small groups to improve oral reading fluency.

Answer comprehension questions both orally and through written word to check for understanding of what they have read throughout the class period.

Predict upcoming events in the chapters based on previous occurences they labeled as foreshadowing eventsEvaluate major themes in the novelCreate character clouds to analyze their developmentAnalyze the impact of

VocabularyJohn Steinbeck Biography Info1930s--Struggle during the Great Depression and migrant workersPre-Reading Questions: mental handicaps, friendship, mistreatment of women, American Dream, writing about social concernsCharacters: George, Lennie, Candy, Curley, Curley's wife, Crooks, Slim, Carlson, the bossThemes: American dream, discrimination toward women/handicaps/race, loneliness of migrant worker

Of Mice and Men Discussion of Social Concerns

Steinbeck, John. Of Mice and Men. New York, N.Y., U.S.A: Penguin Books, 1994. Print.

Reading Guides Sections 1-5Vocabulary packets

incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)

effective one?What makes a novel to be classified as a classic?How can a piece of literature have an effect on the reader's view of history?

societal and cultural influences in textsEvaluate the presentation of essential and nonessential information in texts, identifying the author's implicit or explicit bias and assumptionsListen with civility to the ideas of others

Poetry ~ Elements of PoetryFigurative Language Types of PoetryPoetic Form

Musical DevicesStrategies for Reading PoetryPoetry Sets 1-5Writing Poems


L.9-10.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).L.9-10.5a-Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.RI.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.2-Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.SL.9-10.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and

What is poetry?What are the different types of poems and how are they structured differently?What is the purpose of using musical devices and figurative language in poetry?Provide examples of imagery in the poems we read in class.

Poetry Exam 2/28/2014Poetry Portfolio 2/28/2014

List and describe various types of poetryDefine and analyze musical devices used in poetry: alliteration, onomatopoeia, assonance, consonance, meter, repetition, rhyme, rhythmDefine and analyze figurative language used in poetry: simile, metaphor, personification, imageryDiscuss and defend the strategies for reading poetryExplain and defend your interpretation of a poemIllustrate lines of poetry based on interpretation of imagery

Elements of PoetryMusical Devices: alliteration, onomotopoeia, assonance, consonance, meter, repetition, rhyme, rhythmFigurative Language: simile, metaphor, personification, imagerySweet Like a CrowThe Stolen ChildCat's in the CradleIn Flander's FieldsThe KrakenMeeting at NightReapersA Pace Like ThatMetaphorThe Wind--tapped like a tired Man La Belle Dame sans MerciDanny DeeverThe Moon at the Fortified PassThe GuitarWhat Are Friends For?Making a FistSome Like PoetryHaiku

POETRY SET 1

Blue Prentice Hall Literature Book

Platinum Level--Timeless Voices, Timeless Themes

including grades 9â€“10 on page 54.)W.9-10.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

March

Career Paper ~ The career paper unit and Julius Caesar unit were overlapping; therefore, we spent time in the months of March and April to work through the "research a career" unit.In conjunction with Mr. Bob Allison, we will teach a unit on writing persuasively while incorporating research that the students conduct on certain careers of interest.Larger Unit will include smaller units embedded within:-Researching Skills-Use appropriate sources-In-text citation and documentation-Writing persuasively-Writing effectively using the 1st person point of view-Works Cited pages-Revision and Editing techniques


L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.2c-Spell correctly.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.L.9-10.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1â€“3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)W.9-10.6-Use technology, including the Internet, to produce, publish,

What careers interest you and what do you find so fascinating about them?Why is this job a good choice for you? What qualities do you possess that make you a good candidate?After researching, what prior experience, knowledge, training or education is needed to pursue a career in this field? Why are these things necessary?What are the main job responsibilities and what difficulties do you think one might face?

Guidance Career Paper 3/31/2014Pro/Con List for Career choice 3/31/2014Career Outline 3/31/2014

Research and retell information about a career of choiceWrite and discuss persuasivelyCreate a pro/con list to differentiate between the positive and negative aspects of a careerDemonstrate understanding of MLA formatting in an essayArgue against opposing viewpoints

Career choice

MLA in-text citationsMLA Works Cited pagePersuasive writingConducting Research

Citation Tips and Final Paper Reminders

MLA Citation--OWL Purdue websiteNoodleToolsGoogleDocsCareer CruisingBerks Career PathwaysBrandywine Heights High School Counseling Department WebsiteACTO*NETOccupational Outlook HandoutAmerican Education Services (AES) Education PlannerPA Department of Labor and IndustryLibrary Resources

and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.W.9-10.2d-Use precise language and domain-specific vocabulary to manage the complexity of the topic. Julius Caesar ~

The Julius Caesar unit and career paper unit were overlapping; therefore, we spent time in the months of March, April and very beginning of May working through the Shakespeare unit.Julius Caesar unit includes:3 day Jog the Web Interactive WebquestHistorical background of Julius Caesar and Elizabethan England group presentationsReading/Discussion of PlayRe-write a scene of the play and perform in various dialects: southern accent, cyberspeak, street slang, British, etc...Unit Test


RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.9-10.9-Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

What qualities are possessed by a good leader?

How may the domestic relationships, physical condition, and/or athletic ability this leader has affect his or her leadership abilities?

How is ambition a good thing? What happens to people that are too ambitious?

What are the characteristics and actions taht make a

Scene Re-write 3/31/2014Julius Caesar Unit Exam 3/31/2014

Read for thematic meaning and provide analysis

Define and identify different characteristics of drama as a type of literature

Define and identify literary elements in the play

1st and 2nd TriumvirateHistory of Globe TheaterForms of Government: democracy, monarchy, oligarchy, republic, socialismJulius Caesar: personal life, Ides of March, enemy conspirators, military featsPolitical terms:

Bondsman, commons,

Julius Caesar Review of Webquest and Intro to Unit

Jog the Web--WebquestJulius CaesarReading Guides Acts I-VJulius Caesar movieJulius CaesarTimless Voices, Timeless Themes, Prentice Hall Literature. New Jersey: Pearson Prentice Hall, 2005, print.

SL.9-10.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.W.9-10.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1â€“3 above.)

person noble?

How far would you go to stop a friend from harming your country?

How far would you go to obtain revenge on someone or some group who destroyed your best friend?

How do commoners play an important role in Julius Caesar?How is superstition play a key role in the play?

How can we compare and contrast the women in Julius Caesar?

Describe dramatic effects that Shakespeare achieves throughout the play.

How can you identify and explore major themes within the play?

Write analytically about a piece of literature

consul, dictator, plebians, praetor, rabblement, senators, tribune, triumvirate

Military Terms:aluarum, battle, charges, cohort, ensign, the horse in general, legion, parley, tributariesAnalysis of Themes:politics, responsibility and guilt, idealism, misperceptions, personal integrity, pride, the power of words, free will and fate, violence vs negotiation, rigidity vs flexibility

A

pril

Reasearch skills and Expository Writing ~

The purpose of this unit is to teach writing and presentation of ideas through the various styles of expository writing. This involves introducing the students further into the world of research and how to demonstrate what one has learned through research effectively to an audience. The steps to effective note taking to avoid plagiarism is also an impotant part of this process.


L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.L.9-10.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.RI.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.7-Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.RI.9-10.8-Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.SL.9-10.2-Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.4-Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1â€“3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)W.9-10.10-Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.9-10.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.9-10.2a-Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.9-10.2b-Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.9-10.2c-Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.9-10.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.9-10.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). C.E.1.1-Write informative pieces that describe, explain, or summarize information or ideas.C.E.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.E.3.1-Use conventions of standard written language.C.P.1.1-Write persuasive pieces that include a clearly stated position made convincing through the use of appropriate methods.C.P.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.P.3.1-Use conventions of standard written language.

Persuasive Essay 4/30/2014Paragraph Rubric 4/30/2014

The student will research a topic on the Pro Con Database.Develop and refine a research question or thesis statement.The student will learn how to argue over a controversial topic effectively.The student will learn how to effectively refute opposing view points by utilizing data.The student will apply the most effective startegy of argumentation to persuade his/her reader to his point of view.The student will write a paper longer than five paragraphs (3 - 5 pages) that proves a point of view.The student will edit a rough draft.Cite all sources properly when

Effective arguing is an art.Argumentation is the basis of social change.Validity of information must be established.Organization of information facilitates meaning.

Assignment for Persuasive EssayPeer Editing

quoting, paraphrasing or summarizing.Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document.Analyze and evaluate information from sources for relevance to the research question, topic or thesis.Document sources of information, including references and works cited, using an appropriate MLA style.

Critically evaluate primary and secondary sources for validity, perspective, bias, and relationship to topic.Evaluate information from a variety of reference sources for its relevance to the research question, topic or thesis.Synthesize information gathered from a variety of sources.Develop search procedures to locate and gather information from traditional sources (libraries) as well as electronic databases, data sets and other electronic reference materials.

Career Paper ~ The career paper unit and Julius Caesar unit were overlapping; therefore, we spent time in the months of March and April to work through the "research a

career" unit.In conjunction with Mr. Bob Allison, we will teach a unit on writing persuasively while incorporating research that the students conduct on certain careers of interest.

Larger Unit will include smaller units embedded within:-Researching Skills-Use appropriate sources-In-text citation and documentation-Writing persuasively-Writing effectively using the 1st person point of view-Works Cited pages-Revision and Editing techniques


L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.2c-Spell correctly.L.9-10.3a-Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.L.9-10.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.W.9-10.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1â€“3 above.)W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)W.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.W.9-10.2d-Use precise language and domain-specific vocabulary to

What careers interest you and what do you find so fascinating about them?Why is this job a good choice for you? What qualities do you possess that make you a good candidate?After researching, what prior experience, knowledge, training or education is needed to pursue a career in this field? Why are these things necessary?What are the main job responsibilities and what difficulties do you think one might face?

Guidance Career Paper 4/30/2014Pro/Con List for Career choice 4/30/2014Career Ouline 4/30/2014

Research and retell information about a career of choiceWrite and discuss persuasivelyCreate a pro/con list to differentiate between the positive and negative aspects of a careerDemonstrate understanding of MLA formatting in an essayArgue against opposing viewpoints

Career choice

MLA in-text citationsMLA Works Cited pagePersuasive writingConducting Research

Citation Tips and Final Paper Reminders

MLA Citation--OWL Purdue websiteNoodleToolsGoogleDocsCareer CruisingBerks Career PathwaysBrandywine Heights High School Counseling Department WebsiteACTO*NETOccupational Outlook HandoutAmerican Education Services (AES) Education PlannerPA Department of Labor and IndustryLibrary Resources

manage the complexity of the topic. Julius Caesar ~

The Julius Caesar unit and career paper unit were overlapping; therefore, we spent time in the months of March, April and very beginning of May working through the Shakespeare unit.Julius Caesar unit includes:3 day Jog the Web Interactive WebquestHistorical background of Julius Caesar and Elizabethan England group presentationsReading/Discussion of PlayRe-write a scene of the play and perform in various dialects: southern accent, cyberspeak, street slang, British, etc...Unit Test


RL.9-10.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.6-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.RL.9-10.9-Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.W.9-10.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4-Produce clear and coherent writing in which the development,

What qualities are possessed by a good leader?

How may the domestic relationships, physical condition, and/or athletic ability this leader has affect his or her leadership abilities?

How is ambition a good thing? What happens to people that are too ambitious?

What are the characteristics and actions taht make a person noble?

How far would you go to stop a friend

Scene Re-write 4/30/2014Julius Caesar Unit Exam 4/30/2014

Read for thematic meaning and provide analysis

Define and identify different characteristics of drama as a type of literature

Define and identify literary elements in the play

Write analytically about a piece of literature

1st and 2nd TriumvirateHistory of Globe TheaterForms of Government: democracy, monarchy, oligarchy, republic, socialismJulius Caesar: personal life, Ides of March, enemy conspirators, military featsPolitical terms:

Bondsman, commons, consul, dictator, plebians, praetor, rabblement, senators, tribune, triumvirate

Military Terms:aluarum, battle,

Julius Caesar Review of Webquest and Intro to Unit

Jog the Web--WebquestJulius CaesarReading Guides Acts I-VJulius Caesar movieJulius CaesarTimless Voices, Timeless Themes, Prentice Hall Literature. New Jersey: Pearson Prentice Hall, 2005, print.

organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1â€“3 above.)

from harming your country?

How far would you go to obtain revenge on someone or some group who destroyed your best friend?

How do commoners play an important role in Julius Caesar?How is superstition play a key role in the play?

How can we compare and contrast the women in Julius Caesar?

Describe dramatic effects that Shakespeare achieves throughout the play.

How can you identify and explore major themes within the play?

charges, cohort, ensign, the horse in general, legion, parley, tributariesAnalysis of Themes:politics, responsibility and guilt, idealism, misperceptions, personal integrity, pride, the power of words, free will and fate, violence vs negotiation, rigidity vs flexiblity

May

Fahrenheit 451 ~ Author Background: Ray Bradbury and what inspired him to writeScience FictiLiterary Techniques: irony, flashback, foils, foreshadowing, allusionsSocial Criticism and Connecting Literature to HistoryLiterature Circles/Fishbowl Discussions by Chapter


RL.9-10.2-Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.5-Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1c-Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.9-10.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

In your own words, define censorship. Explain the reasons why you t hink some people may support censorship. Explain reasons why some others may oppose it.Discuss our First Amendment right: freedom of speech. What does this right guarantee? How does this right guarantee the survival of a democratic nation? What are our responsibilities with regard to this right?Conside the questions "how" and "why." Which question is usually more difficult to answer? Which one requires more analysis and critical thinking? Which question is a three-year-old more likely to ask? Why?If you had one book to save, what would it be? Why?

Fahrenheit 451 Unit Test 5/31/2014Fahrenheit 451 Fishbowl Discussions 5/31/2014

read for thematic meaning

define and identify different types of literature

define and identify literary elements in the novel

Write analytically about a piece of literatureLead discussions in a fishbowl setting and debate with classmates about development of theme and characters in the novel

Author BackgroundDefinition of Science FictionLiterary TechniquesSocial CriticismThemes: Censorship / Knowledge vs. Ignorance

Introduction to Fahrenheit 451

Bradbury, Ray. Fahrenheit 451. New York, U.S.A: Del Rey Books, 1991. Print.

Creative Writing ~

The students will have a chance to attempt to emulate their favorite authors and/or genres in a number of writing pieces that are focused more on creative expression rather than research based writing.


C.E.2.1-Revise writing to improve style, meaning, word choice, and sentence variety.C.P.3.1-Use conventions of standard written language.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.9-10.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.1b-Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.W.9-10.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1â€“3 up to and including grades 9â€“10 on page 54.)W.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.9-10.3e-Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.SL.9-10.1-Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9â€“10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that

Why does fictional writing appeal to so many people to make it such a lucrative business?How does a writer become popular?

Photo Story Rubric 5/31/2014

write with varied intentions such as a plot driven story, a personal narrative, character development.will partake in workshop sessions with peers, discuss evolution of story, edit based on suggestions and reactions of peers.publish one or more of his/her story(ies) in a class anthology.edit a peer's work following the constructs of effective editing techniques.seek out interviews of authors he/she admires and read about their process of writing.perform a presentation on his/her own process of creating a story to the class.

Writing conventions must be adjusted to suit the task at hand and the audience.Creative writing's focus is different than formal expository writing.

Creative writing/writing of fiction is a billion dollar a year business worldwide.Just as there are styles of expository writing, there are styles of creative writing.Grammatical conventions within dialog may be broken, but must done so only for character development.Sensory imagery must be fine tuned to get the writer's and story's intention across to the reader effectively.Not all fictional stories are plot driven.Characters are developed not simply by description, but also through their actions.Tone is shown through the author's choice of words towards the subject at hand.Mood has to do with the story itself.Techniques for developing stories are as varied as the author's who create them.Writing improves through the recursive process of revising and editing

The Devil Is In the DetailsIf No One Told Me Who I was, Who Would I Be?Photo Story

Teacher made handouts

preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.9-10.1d-Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

June

Final Exam ~

The final exam is a common exam to all sophomore English Honors students. It may change each year after teachers review its contents and decide on additions as a whole department.


10th Grade Honors Final Exam 6/30/2014

Web viewL.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when...

Documents

Transcript of Web viewL.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when...